Academic writing has distinct features that differentiate it from other forms of writing. It is formal, objective and uses precise language. Academic writing relies on evidence and facts rather than personal opinions. It is complex with formal vocabulary and longer sentences. Academic writing must be accurate using correct terminology, unbiased and focused on examining evidence rather than personal views.
DepEd k12 English 7 fourth quarter module 1Rachel Iglesia
This document provides an overview of Module 1 of an English course on essays. It outlines several introductory activities for students to complete that assess their existing knowledge of basic essay elements and features. These include a diagnostic test on essay concepts, exercises exploring key terms like ethos, logos and pathos, and identifying themes of Philippine essays. The final activity indicates that students will be expected to produce meaningful journal entries by the end of the module based on the essential question "How can journal entries be meaningful?".
EAPP Q2 - M3_ Writing Various Kinds of Position Paper.pdfLeah Condina
This document provides guidance on writing position papers. It defines a position paper as an argumentative essay that presents an opinion on an issue and makes a claim supported by facts. It discusses analyzing issues and developing arguments for a position paper. The goal is to convince the reader that the opinion is defensible by addressing all sides of an issue. The purpose is to generate support for the author's position using evidence-based arguments. When choosing a topic, the writer should research the issue, take a side, and ensure their position is supported by listing pros and cons.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
1. Determining the worth of ideas mentioned in a text involves focusing on significant information rather than unimportant details. It helps listeners filter information and organize their thinking around main ideas.
2. The process of determining importance varies depending on the genre. In narratives, listeners identify main ideas and themes. In nonfiction, listeners must be able to distinguish important information and decide what is most worth remembering based on text features.
3. Listening carefully allows listeners to process information, evaluate what is essential, and respond appropriately to the text. Determining importance is an important comprehension strategy.
EAPP Quarter 2 – Module 6 Gathering Information from Surveys, Experiments, or...Leah Condina
This module discusses conducting surveys to gather information. It explains that a survey involves collecting data from a sample of a population to analyze trends, while a questionnaire simply collects answers to specific questions. The module then provides steps for constructing a survey, including clarifying the goal, selecting a sample to interview, choosing an administration method, and creating a data collection sheet. It emphasizes that a well-designed sampled survey can reflect the views of the entire population if the sample is carefully chosen. Surveys are used to collect opinions, behaviors, needs and attitudes in a uniform way from respondents.
1. This document appears to be an English test for grade 8 students covering topics like figures of speech, propaganda techniques, bias, parts of a story, verbs and parts of speech.
2. It contains multiple choice questions, fill in the blank questions, and identification questions testing the students' understanding of literary concepts and grammar.
3. The test was administered by Dr. Bonifacio A. Masilungan Integrated National High School in San Jose, Batangas, Philippines on an unspecified date.
This document contains a daily lesson log for a creative writing class. It outlines the objectives, content, learning resources, procedures, and reflection for lessons taught over the course of a week. The objectives are to describe drama, recall types of drama, analyze elements and techniques of drama, and compose a draft of a one-act play scene. The content covers elements of drama like character, setting, and plot. Learning activities include matching terms, identifying elements in texts, comparing prose and poetry, and writing a one-scene play applying drama elements. Formative assessments evaluate student understanding, and remedial lessons are provided for students scoring below 80%.
DepEd k12 English 7 fourth quarter module 1Rachel Iglesia
This document provides an overview of Module 1 of an English course on essays. It outlines several introductory activities for students to complete that assess their existing knowledge of basic essay elements and features. These include a diagnostic test on essay concepts, exercises exploring key terms like ethos, logos and pathos, and identifying themes of Philippine essays. The final activity indicates that students will be expected to produce meaningful journal entries by the end of the module based on the essential question "How can journal entries be meaningful?".
EAPP Q2 - M3_ Writing Various Kinds of Position Paper.pdfLeah Condina
This document provides guidance on writing position papers. It defines a position paper as an argumentative essay that presents an opinion on an issue and makes a claim supported by facts. It discusses analyzing issues and developing arguments for a position paper. The goal is to convince the reader that the opinion is defensible by addressing all sides of an issue. The purpose is to generate support for the author's position using evidence-based arguments. When choosing a topic, the writer should research the issue, take a side, and ensure their position is supported by listing pros and cons.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
1. Determining the worth of ideas mentioned in a text involves focusing on significant information rather than unimportant details. It helps listeners filter information and organize their thinking around main ideas.
2. The process of determining importance varies depending on the genre. In narratives, listeners identify main ideas and themes. In nonfiction, listeners must be able to distinguish important information and decide what is most worth remembering based on text features.
3. Listening carefully allows listeners to process information, evaluate what is essential, and respond appropriately to the text. Determining importance is an important comprehension strategy.
EAPP Quarter 2 – Module 6 Gathering Information from Surveys, Experiments, or...Leah Condina
This module discusses conducting surveys to gather information. It explains that a survey involves collecting data from a sample of a population to analyze trends, while a questionnaire simply collects answers to specific questions. The module then provides steps for constructing a survey, including clarifying the goal, selecting a sample to interview, choosing an administration method, and creating a data collection sheet. It emphasizes that a well-designed sampled survey can reflect the views of the entire population if the sample is carefully chosen. Surveys are used to collect opinions, behaviors, needs and attitudes in a uniform way from respondents.
1. This document appears to be an English test for grade 8 students covering topics like figures of speech, propaganda techniques, bias, parts of a story, verbs and parts of speech.
2. It contains multiple choice questions, fill in the blank questions, and identification questions testing the students' understanding of literary concepts and grammar.
3. The test was administered by Dr. Bonifacio A. Masilungan Integrated National High School in San Jose, Batangas, Philippines on an unspecified date.
This document contains a daily lesson log for a creative writing class. It outlines the objectives, content, learning resources, procedures, and reflection for lessons taught over the course of a week. The objectives are to describe drama, recall types of drama, analyze elements and techniques of drama, and compose a draft of a one-act play scene. The content covers elements of drama like character, setting, and plot. Learning activities include matching terms, identifying elements in texts, comparing prose and poetry, and writing a one-scene play applying drama elements. Formative assessments evaluate student understanding, and remedial lessons are provided for students scoring below 80%.
The document discusses different patterns of idea development including general-to-particular, cause-and-effect, claim-and-counterclaim, problem-solution, and persuasion. It provides examples and explanations of each pattern as well as appropriate grammatical signals to use with each one. Activities are included for students to practice identifying patterns, grammatical signals, and writing paragraphs using different patterns of idea development.
EAPP Quarter 2 – Module 4 Objectives and Structures of Various Kinds of Repor...Leah Condina
This document discusses the objectives and structures of various kinds of reports. It identifies two main types of reports: informal reports and formal reports. Informal reports are shorter documents that aim to inform, analyze, and recommend. Formal reports are more complex documents that involve collecting and interpreting data. Formal reports can be informational, analytical, or recommendation reports. The document also outlines the typical sections included in reports like the title, abstract, introduction, body, and conclusion. It provides examples of different types of reports and their purposes.
Compare and Contrast Similar Information Presented from Different Texts.pptxjoana386711
This document provides tips for comparing and contrasting information from different texts. It explains that comparing finds similarities while contrasting finds differences. It advises to look at topics, main ideas, supporting details, perspectives, themes, genres, authors' purpose and intended audience to identify similarities and differences across texts. The document aims to help readers develop higher-order thinking skills through comparative analysis.
The document provides information about developing a thesis statement and outline for an academic essay. It defines what a thesis statement is and its key characteristics, including that it should be arguable, specific, and address the central topic without straying. It notes that a thesis statement serves as a roadmap and controls the direction of the paper. The document also discusses the basic outline form of an introduction, body, and conclusion and the benefits of outlining such as allowing writers to organize topics and ideas before drafting.
EAPP Quarter 2 – Module 1 Arguments in Manifestoes.pdfLeah Condina
Here are the answers:
1. N
2. N
3. A
4. A
5. N
6. A
The statements that provide claims and reasons to support them are considered arguments. Statements that are just stating facts or opinions are not arguments.
The document provides information about an English for Academic and Professional Purposes module for grade 11/12 students. It includes a title page with learning competencies, a table of contents, introductory messages, and various sections on text structure, including examples and activities. The document discusses identifying different types of text structures such as chronological, cause and effect, compare and contrast, problem and solution, and more. It provides tips for determining the organizational structure of a text.
EAPP Quarter 2 – Module 3 Writing Various Kinds of Position Paper .pdfLeah Condina
1. Understand the topic thoroughly by researching it;
2. List arguments for both sides of the issue;
3. Choose a position and formulate supporting points;
4. Organize points clearly in paragraphs; and
5. Proofread the paper and cite references to strengthen arguments.
This document discusses the importance and benefits of annotation when reading. It states that annotation, or marking and taking notes in a text, is an effective way to read actively and help comprehend and retain information. Annotating engages the reader, slows down the reading to focus on details, helps process information, and records evidence for later use. It suggests annotating to mark important points, examples, steps, definitions, personal reactions, and areas needing clarification. The "golden rule" of annotation is to make important ideas stand out clearly.
Listening Strategies Based on Purpose.pptxVincentNiez4
This document provides guidance on developing listening skills based on purpose. It discusses strategies for listening for main ideas versus details. When listening for main ideas, it is important to understand the overall message rather than getting stuck on individual words or phrases. When listening for details, the focus is on gathering specific information rather than the entire message. Other strategies discussed include predicting content based on prior knowledge, inferring meaning using context clues, and suggestions for improving listening skills both before, during, and after listening.
Academic writing is characterized by being formal, structured, and backed by evidence. It uses precise language and focuses on informing the reader through logical arguments rather than entertaining. Some key features of academic writing are that it is planned, answers the questions directly, supports opinions with evidence from research, uses an objective tone without personal references, and makes relationships between ideas and evidence explicit for the reader. Academic writing adheres to the conventions of specific disciplines.
Compose an Independent Critique of a Chosen Selection.pptxgretchencarino1
The document provides instructions for writing a critique of a chosen narrative work. It explains that a critique is an in-depth evaluation of elements like characterization, setting, conflict, plot, dialogue, and theme. Students are to identify narrative elements in passages, evaluate sample critiques, and write their own critique of a story. The critique should include an introduction with context, a body analyzing elements, and a conclusion with an overall assessment.
This document outlines an orientation for an English for Academic and Professional Purposes course. It discusses the module on critique writing, including what a critique is, how to write one, and the typical parts of a critique paper. It also covers different approaches that can be used for critiquing works, such as formalist, biographical, historical, gender-based, and psychological criticism. Students are then instructed to write a 200-word critique of a creative work using one of the outlined critical approaches.
The document provides information about different writing patterns such as narration, description, and definition. It discusses how narration uses sequential presentation of events and transitional words to create a coherent story. Description involves using sensory details and adjectives to provide objective or subjective impressions. Definition can be informal by stating characteristics, functions, or examples, or it can be formal by using a genus-differentia pattern. The document also includes examples and activities to illustrate each writing pattern.
This document provides an overview of different types of reports and their structures. It discusses technical/business reports, field reports, and scientific reports. Technical/business reports are used in applied fields like engineering and communicate information to help people understand products/services. Field reports are used in social sciences and require analyzing observations of real-world people/events. Scientific reports clearly communicate findings from empirical investigations using a standard format. The document also outlines the typical parts of a research report, including the introduction, literature review, methodology, and others. It provides guidance on how to effectively structure each section.
TOPIC SENTENCE ( TOPIC OUTLINE AND SENTENCE OUTLINE.pdfsherylduenas
The document contains the lesson plan for the third quarter of reading and writing and English for Academic and Professional Purposes (EAPP) classes. It lists 7 lessons for reading and writing covering topics like text discourse, selecting and organizing information using graphic organizers, patterns of development in writing, and claims in texts. The EAPP section lists 8 lessons covering academic text structure, differentiating language uses, summarizing, outlining, thesis statements, and writing summaries and abstracts. It provides examples of graphic organizers and outlines the steps for creating a topic and sentence outline.
The document discusses writing a concept paper and provides guidance on its structure and components. It defines a concept paper as a paper that defines an idea or concept by explaining its essence to clarify what it is. It also lists the learning competencies for writing a concept paper, which include defining what a concept paper is, determining ways to elucidate a concept, identifying situations where a concept paper can be used, comprehending different types of concept papers, and presenting a novel concept or project with visual aids. The document provides examples and activities to help learners understand and write effective concept papers.
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
This document provides information about persuasive and informative writing techniques. It discusses the structure of informative texts and their purpose of providing clear facts. It also discusses persuasive writing techniques, including Aristotle's modes of persuasion (ethos, pathos, logos), and the typical parts of a persuasive essay such as the introductory paragraph, body paragraphs, and concluding paragraph. The document provides examples and definitions to illustrate informative and persuasive writing concepts.
Here are the key points about the nature and characteristics of academic texts:
- They provide information related to a particular discipline or field of study. Examples include essays, research papers, reports, theses, dissertations, etc.
- They have a clear structure of introduction, body, and conclusion to logically organize ideas.
- The tone is formal and objective, presenting facts and arguments fairly without bias.
- Precise and unambiguous language is used, along with technical terms specific to the topic when needed.
- Ideas and research are supported with citations and a reference list to avoid plagiarism.
- Complex issues are addressed, requiring higher-order thinking skills to comprehend.
- Arguments
EAPPG11_q1_ mod1_reading for acadtext_v2 (1).pdfIreneTapang2
This module introduces academic language, text structure, and techniques for summarizing academic texts. It provides learning competencies, objectives, and a pre-test to assess students' prior knowledge of differentiating between academic and non-academic texts and identifying text structure. The pre-test contains questions that require students to categorize information based on characteristics of academic and non-academic texts and determine how information is organized in passages using structural terms.
The document discusses different patterns of idea development including general-to-particular, cause-and-effect, claim-and-counterclaim, problem-solution, and persuasion. It provides examples and explanations of each pattern as well as appropriate grammatical signals to use with each one. Activities are included for students to practice identifying patterns, grammatical signals, and writing paragraphs using different patterns of idea development.
EAPP Quarter 2 – Module 4 Objectives and Structures of Various Kinds of Repor...Leah Condina
This document discusses the objectives and structures of various kinds of reports. It identifies two main types of reports: informal reports and formal reports. Informal reports are shorter documents that aim to inform, analyze, and recommend. Formal reports are more complex documents that involve collecting and interpreting data. Formal reports can be informational, analytical, or recommendation reports. The document also outlines the typical sections included in reports like the title, abstract, introduction, body, and conclusion. It provides examples of different types of reports and their purposes.
Compare and Contrast Similar Information Presented from Different Texts.pptxjoana386711
This document provides tips for comparing and contrasting information from different texts. It explains that comparing finds similarities while contrasting finds differences. It advises to look at topics, main ideas, supporting details, perspectives, themes, genres, authors' purpose and intended audience to identify similarities and differences across texts. The document aims to help readers develop higher-order thinking skills through comparative analysis.
The document provides information about developing a thesis statement and outline for an academic essay. It defines what a thesis statement is and its key characteristics, including that it should be arguable, specific, and address the central topic without straying. It notes that a thesis statement serves as a roadmap and controls the direction of the paper. The document also discusses the basic outline form of an introduction, body, and conclusion and the benefits of outlining such as allowing writers to organize topics and ideas before drafting.
EAPP Quarter 2 – Module 1 Arguments in Manifestoes.pdfLeah Condina
Here are the answers:
1. N
2. N
3. A
4. A
5. N
6. A
The statements that provide claims and reasons to support them are considered arguments. Statements that are just stating facts or opinions are not arguments.
The document provides information about an English for Academic and Professional Purposes module for grade 11/12 students. It includes a title page with learning competencies, a table of contents, introductory messages, and various sections on text structure, including examples and activities. The document discusses identifying different types of text structures such as chronological, cause and effect, compare and contrast, problem and solution, and more. It provides tips for determining the organizational structure of a text.
EAPP Quarter 2 – Module 3 Writing Various Kinds of Position Paper .pdfLeah Condina
1. Understand the topic thoroughly by researching it;
2. List arguments for both sides of the issue;
3. Choose a position and formulate supporting points;
4. Organize points clearly in paragraphs; and
5. Proofread the paper and cite references to strengthen arguments.
This document discusses the importance and benefits of annotation when reading. It states that annotation, or marking and taking notes in a text, is an effective way to read actively and help comprehend and retain information. Annotating engages the reader, slows down the reading to focus on details, helps process information, and records evidence for later use. It suggests annotating to mark important points, examples, steps, definitions, personal reactions, and areas needing clarification. The "golden rule" of annotation is to make important ideas stand out clearly.
Listening Strategies Based on Purpose.pptxVincentNiez4
This document provides guidance on developing listening skills based on purpose. It discusses strategies for listening for main ideas versus details. When listening for main ideas, it is important to understand the overall message rather than getting stuck on individual words or phrases. When listening for details, the focus is on gathering specific information rather than the entire message. Other strategies discussed include predicting content based on prior knowledge, inferring meaning using context clues, and suggestions for improving listening skills both before, during, and after listening.
Academic writing is characterized by being formal, structured, and backed by evidence. It uses precise language and focuses on informing the reader through logical arguments rather than entertaining. Some key features of academic writing are that it is planned, answers the questions directly, supports opinions with evidence from research, uses an objective tone without personal references, and makes relationships between ideas and evidence explicit for the reader. Academic writing adheres to the conventions of specific disciplines.
Compose an Independent Critique of a Chosen Selection.pptxgretchencarino1
The document provides instructions for writing a critique of a chosen narrative work. It explains that a critique is an in-depth evaluation of elements like characterization, setting, conflict, plot, dialogue, and theme. Students are to identify narrative elements in passages, evaluate sample critiques, and write their own critique of a story. The critique should include an introduction with context, a body analyzing elements, and a conclusion with an overall assessment.
This document outlines an orientation for an English for Academic and Professional Purposes course. It discusses the module on critique writing, including what a critique is, how to write one, and the typical parts of a critique paper. It also covers different approaches that can be used for critiquing works, such as formalist, biographical, historical, gender-based, and psychological criticism. Students are then instructed to write a 200-word critique of a creative work using one of the outlined critical approaches.
The document provides information about different writing patterns such as narration, description, and definition. It discusses how narration uses sequential presentation of events and transitional words to create a coherent story. Description involves using sensory details and adjectives to provide objective or subjective impressions. Definition can be informal by stating characteristics, functions, or examples, or it can be formal by using a genus-differentia pattern. The document also includes examples and activities to illustrate each writing pattern.
This document provides an overview of different types of reports and their structures. It discusses technical/business reports, field reports, and scientific reports. Technical/business reports are used in applied fields like engineering and communicate information to help people understand products/services. Field reports are used in social sciences and require analyzing observations of real-world people/events. Scientific reports clearly communicate findings from empirical investigations using a standard format. The document also outlines the typical parts of a research report, including the introduction, literature review, methodology, and others. It provides guidance on how to effectively structure each section.
TOPIC SENTENCE ( TOPIC OUTLINE AND SENTENCE OUTLINE.pdfsherylduenas
The document contains the lesson plan for the third quarter of reading and writing and English for Academic and Professional Purposes (EAPP) classes. It lists 7 lessons for reading and writing covering topics like text discourse, selecting and organizing information using graphic organizers, patterns of development in writing, and claims in texts. The EAPP section lists 8 lessons covering academic text structure, differentiating language uses, summarizing, outlining, thesis statements, and writing summaries and abstracts. It provides examples of graphic organizers and outlines the steps for creating a topic and sentence outline.
The document discusses writing a concept paper and provides guidance on its structure and components. It defines a concept paper as a paper that defines an idea or concept by explaining its essence to clarify what it is. It also lists the learning competencies for writing a concept paper, which include defining what a concept paper is, determining ways to elucidate a concept, identifying situations where a concept paper can be used, comprehending different types of concept papers, and presenting a novel concept or project with visual aids. The document provides examples and activities to help learners understand and write effective concept papers.
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
This document provides information about persuasive and informative writing techniques. It discusses the structure of informative texts and their purpose of providing clear facts. It also discusses persuasive writing techniques, including Aristotle's modes of persuasion (ethos, pathos, logos), and the typical parts of a persuasive essay such as the introductory paragraph, body paragraphs, and concluding paragraph. The document provides examples and definitions to illustrate informative and persuasive writing concepts.
Here are the key points about the nature and characteristics of academic texts:
- They provide information related to a particular discipline or field of study. Examples include essays, research papers, reports, theses, dissertations, etc.
- They have a clear structure of introduction, body, and conclusion to logically organize ideas.
- The tone is formal and objective, presenting facts and arguments fairly without bias.
- Precise and unambiguous language is used, along with technical terms specific to the topic when needed.
- Ideas and research are supported with citations and a reference list to avoid plagiarism.
- Complex issues are addressed, requiring higher-order thinking skills to comprehend.
- Arguments
EAPPG11_q1_ mod1_reading for acadtext_v2 (1).pdfIreneTapang2
This module introduces academic language, text structure, and techniques for summarizing academic texts. It provides learning competencies, objectives, and a pre-test to assess students' prior knowledge of differentiating between academic and non-academic texts and identifying text structure. The pre-test contains questions that require students to categorize information based on characteristics of academic and non-academic texts and determine how information is organized in passages using structural terms.
Here are the key points about the nature and characteristics of academic texts:
- They provide information related to a particular discipline or field of study. Examples include essays, research papers, reports, theses, dissertations, etc.
- They have a clear structure of introduction, body, and conclusion to logically organize ideas.
- The tone is formal and objective, presenting facts and arguments fairly without bias.
- Precise and unambiguous language is used, along with technical terms specific to the topic when needed.
- Ideas and research must be cited and referenced to avoid plagiarism.
- The content addresses complex issues and requires higher-order thinking skills to comprehend.
- Arguments are evidence
The document discusses the Cyber Martial Law in the Philippines, which aims to prevent cybercrimes but has faced protests over potentially curtailing freedom of expression. It introduces the Cybercrime Prevention Act of 2012, which ensures responsible use of cyberspace, and addresses criminal offenses under its 8 chapters and 31 sections. However, many Filipino netizens see cyberspace as their only space for freely expressing opinions without limits, while defenders argue there are reasonable limitations to freedom of expression.
The excerpt discusses calories, which are a unit of measurement that represents the energy required to heat a kilogram of water by one degree Celsius. While calories are often associated with food, they can be used to measure the energy in any substance, such as the 8,200 calories contained in a liter of gasoline. Calorie is another term for kilocalorie, and calories are an important unit for understanding energy in substances.
The passage discusses calories and how they are defined. It states that a calorie, also known as a kilocalorie, is a unit of energy that represents the amount of energy needed to heat 1 kilogram of water by 1 degree Celsius. While calories are often associated with food, the passage notes that calories can measure the energy in any substance, providing the example that there are 8,200 calories in a liter of gasoline.
The document provides historical context about Pablo Picasso's famous painting "Guernica" which depicted the bombing of Guernica, Spain by German and Italian warplanes during the Spanish Civil War. It discusses the symbolism and interpretations of elements in the painting like the bull and horse. Key facts are also presented about the bombing of Guernica, the painting's creation and significance as an anti-war symbol that brought attention to the atrocities of the Spanish Civil War.
EAPP Quarter2 - Module1_ Defending a Stand.pdfLeah Condina
This document provides guidelines for effectively defending a position in writing. It discusses identifying an arguable issue, taking a clear stance, and supporting arguments with credible evidence from research. Types of supporting evidence include factual knowledge, statistical data, informed opinions, and testimony. The document also emphasizes knowing the target audience to tailor the argument, such as considering their beliefs and interests to build common ground. Overall, the key to a strong position paper is presenting a reasonable opinion backed by sufficient evidence from reliable sources.
EAPP Quarter2 - Module1_ Defending a Stand.pdfLeah Condina
This document provides guidelines for effectively defending a position in writing. It discusses identifying an arguable issue, taking a clear stance, and supporting arguments with credible evidence from research. Types of supporting evidence include factual knowledge, statistical data, informed opinions, and testimony. The document also emphasizes understanding the intended audience by considering their beliefs and interests to effectively convince them. Overall, the key aspects covered are selecting an issue to take a stance on, organizing arguments and counterarguments, conducting research to support claims, and tailoring the argument to the audience.
S Y S T E M
2. CESPROS - __________________________
A series of events that follow in sequence leading to a particular result
In law, this refers to a summons or writ requiring a person to appear in
court
In business, this refers to the act or process of obtaining something or
acquiring something with effort
EAPP Q 1 – Module 4 Writing the Reaction Paper Review Critique.pdfLeah Condina
This review provides a summary of the movie "Miracle in Cell No. 7" and evaluates whether it has the characteristics of a good reaction paper. It begins with a brief overview of the movie's plot about a mentally handicapped man wrongly accused of murder. The review then comments on the movie's tonal inconsistencies between comedy and melodrama. It highlights several main characters and their roles in attempting to prove the man's innocence years later. In conclusion, the review provides essential information about the movie while expressing the writer's thoughts, making it demonstrate key aspects of a strong reaction paper.
ENG7-Q4-MOD3. determine the worth of ideas mentioned in the text listened toirenelavilla52178
English module 3 determine the world of ideas mentioned in the text listened too and also many ways to combined you can use it with your grade 7 student and it can help a lot from them I hope you like this module I make for them
The document provides an overview of a self-learning module on analyzing themes and techniques used in creative nonfiction texts. It defines creative nonfiction as a hybrid genre that uses literary styles and factual narratives. The module aims to help students identify themes and techniques like symbolism, irony, imagery and dialogue that authors use to convey messages in creative nonfiction works.
This concept paper proposes a global initiative to fight human trafficking. It notes that while slavery has been abolished, human trafficking remains a serious international problem. The initiative would be a global movement promoted by the UN to motivate governments, empower civil society, and mobilize resources to stamp out human trafficking. The initiative is designed to eliminate this crime that has no place in the modern world.
EAPP Quarter 1 – Module 1 Academic Text and Text Structure.pdfLeah Condina
The passage discusses the language used in an academic text versus a non-academic text. It notes that academic texts use stricter formats and yield toward the academe by creating new bodies of knowledge, while non-academic texts use more formal language but are not as strict in format and yield toward personal means of communicating. It also provides examples of characteristics of academic texts, such as having a purpose, theoretical frameworks, and citing references, compared to non-academic texts.
Sdo navotas creative_writing_q2_m6_writing a craft essay.fv(22)DepEd Navotas
The document provides information about writing a craft essay module for senior high school students. It includes an introductory message for teachers and learners, outlines what students are expected to learn, and lists the development team for the module. The module focuses on teaching students how to write a craft essay that demonstrates awareness of different literary and socio-political contexts of creative writing.
This document discusses approaches to writing an objective assessment or reaction paper. It emphasizes the importance of basing opinions on facts and citing specific sources to support claims. Learners are guided to express their ideas about technology by first listing opinions, then finding facts to back up those opinions from credible sources. They are taught how to organize their ideas and present them convincingly in writing to help others agree with their perspective. Getting feedback from peers helps identify ways to strengthen arguments and be more persuasive.
EAPP Quarter 1 – Module 2 Summarization of Text.pdfLeah Condina
1. The passage provides a brief history of the English language from its origins among Anglo-Saxon tribes in Northern Europe to the establishment of Old English in England after the 5th century CE.
2. Key events discussed include the Anglo-Saxon invasion and gradual takeover of Britain following the withdrawal of the Roman Empire, as well as Viking invasions in the 9th-10th centuries which led to the establishment of the Danelaw and influenced the English language.
3. The history is divided into the periods of Old English, Middle English, and Modern English, with Old English emerging as the dominant language of England by around 600 CE following the conversion of the Anglo-Saxons to Christianity.
Creative nonfiction incorporates elements of both fiction and nonfiction. It uses literary techniques to create factual narratives. Some key elements include:
1. Plot - The sequence of events.
2. Setting and atmosphere - The time, place, and details that provide context.
3. Characters - Real people described with traits and histories.
Creative nonfiction aims to inform and engage readers using techniques like imagery, symbolism, dialogue and point of view normally seen in fiction.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
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Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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For more information about PECB:
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. English
Quarter 4 – Module 1:
The Features of Academic
Writing
7
CO_Q4_English 7_ Module 1
2. English – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 1: The Features of Academic Writing
First Edition, 2020
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
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Gilbert B. Barrera
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4. Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you
5. 1 CO_Q4_English 7_ Module 1
What I Need to Know
Writing is a form of communication that allows you to put your feelings and
ideas on paper, to organize your knowledge and beliefs into convincing arguments,
and to convey meaning through well-constructed text. Academic writing specifically
becomes more important since it is required of you in various academic subjects from
your analysis papers in the languages, to your research reports in the sciences. In
improving your academic writing skills, you prepare yourself to hurdle the writing
demands of the various subjects, but also the future demands of the world of work.
This module was designed to help you master the features of academic writing.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. However, the order in
which you read them can be changed to correspond with the textbook you are now
using.
The module contains only one lesson stated below:
Lesson – Distinguish Features of Academic Writing
In this lesson, you’ll congregate communicative competence that is:
Distinguish Features of Academic Writing (EN7WC-I-c-4.2)
After going through this module, you are expected to:
1. define academic writing;
2. distinguish features of academic writing; and
3. show appreciation of the importance of academic writing through writing
essays on topics of interest.
6. 2 CO_Q4_English 7_ Module 1
What I Know
Let’s see what you know about the present topic. Work on Activity 1 and find
out your initial knowledge about academic writing.
Activity 1
A. Directions. Read each statement carefully. Write T if the statement is TRUE and
F if the statement is FALSE. Write your answers in a separate answer sheet.
1. Logical organization, precise word choice, formal tone and evidence-based
arguments are important characteristics of academic writing.
2. In academic writing, it is necessary to use clichés and slangs.
3. Academic writing requires precise language that clearly conveys the author’s
ideas and important concepts.
4. Academic writing is typically written in first person point of view.
5. Proper citation of all the sources and inclusion of bibliographies are required
in academic writing.
B. Directions. The statements do require you to draw on your previous knowledge
of the different writing activities. Write the corresponding letter of the correct
answer in your answer sheet.
1. Which of the following characterizes academic writing?
a. It is a method of breaking down different concepts and ideas.
b. It is about what you believe and how evidence have influenced that
belief.
c. Deductive reasoning, formal speech, and third-person point-of-view
are all employed.
d. All of the above
2. What is the main difference between and normal writing and academic
writing?
a. Academic writing uses longer words.
b. Academic writing is harder to understand.
c. Academic writing summarizes the key ideas.
d. Academic writing needs to be precise and unbiased.
3. In order to actively participate in academic discussion, you must
____________________.
a. know, accept, and use the terms, values, and rules of academic
discussion
b. know how to revise terms, values, and rules of academic discussion
c. know how to create and use the terms, values, and rules of academic
discussion
d. All of the above
2
7. 3 CO_Q4_English 7_ Module 1
4. Choose three words to describe academic writing
a. talented, stylish, inspiring
b. decisive, disruptive, sarcastic
c. exact, clear, objective
d. subjective, unclear, blurred
5. A good topic sentence should always be ____________________.
a. boring
b. detailed
c. interesting
d. long
For numbers 6-10, identify the feature of academic writing described in the
given statement. Select only the letter of the correct answer.
6. You should avoid colloquial words and expressions, abbreviations and two-
word verbs.
a. accuracy
b. complexity
c. formality
d. precision
7. It uses accurate terminologies and requires avoiding the use of inappropriate
or wrong words and phrases.
a. accuracy
b. complexity
c. formality
d. precision
8. You need to be specific especially in dealing with facts, figures, and dates.
a. accuracy
b. complexity
c. formality
d. precision
9. It prohibits the use of personal point of views and biases. It is more concerned
with facts and arguments which are based on a thorough examination of the
evidence.
a. accuracy
b. complexity
c. formality
d. objectivity
10. It is composed of texts which are more difficult to comprehend in terms of
subject matter, language, arrangement of words and grammar. It has
advanced vocabularies because it requires longer words and more formal
terms.
a. accuracy
b. complexity
c. formality
d. precision
8. 4 CO_Q4_English 7_ Module 1
Lesson
1
Distinguish Features of
Academic Writing
Academic writing is used by students like you, as well as teachers and scholars in
every field, to communicate concepts, express opinions, and participate in scholarly
discussion.
Any formal written work generated in an academic setting that is distinguished by
evidence-based claims, precise word use, consistent logical organization, and formal
tone and style is referred to as academic writing. It is not difficult and does not
require the use of long sentences or a large vocabulary.
In this lesson, you will be able to determine the different features of the academic
writing, its examples, characteristics, and methods on how to write academically.
What’s In
Do you still remember the previous lesson? Focus on Activity 2 and check how
much you have learned from the previous topic.
Directions. Write a question to match the answer. The underlined word is the
answer you wish to know.
Example:
They went to a party. Where did they go?
1. He will buy wine. ______________________________________
2. He has visited Italy. ______________________________________
3. They are students. ______________________________________
4. She can come tomorrow. ______________________________________
5. We should buy tickets. ______________________________________
Congratulations! Last time you learned about how to formulate WH-questions, raise
sensible, challenging thought-provoking questions in public forums and panel
discussions. Your creative and critical thinking skills were developed especially in
formulating questions that require higher-order-thinking skills. With this, you
learned how to convey relevant and factual information that may serve as evidence
in communicating to educated audience.
In this lesson, you will learn more about the features of academic writing so that
eventually you would be able to write effective paragraphs for academic purposes.
9. 5 CO_Q4_English 7_ Module 1
What’s New
Activity 2
Directions. The illustration below shows the result of a survey on the favorite beach
activities of grade 7 students. Study the graph and formulate three factual
statements based on what the picture depicts.
Source: https://www.mathworksheets4kids.com/pie-graph/percent1.pdf
Statements of Facts
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
Congratulations! You formulated statements of facts. Facts are very important in
dealing with academic writing because these serve as evidences, which strongly
support your claims to make the information more valid and reliable.
10. 6 CO_Q4_English 7_ Module 1
What is It
Caulfield (2020) describes academic writing as a formal mode of writing that is
intended for an educated audience. It is usually written in the third person objective
point of view and makes use of details supported by research, factual
experimentation, and strong evidence. Thus, it is not based on the writer’s own
opinions alone.
It should be clear, concise, focused, structured, and backed up by evidences. Its
purpose is to aid the reader’s understanding academic papers, critical essays, and
research. Academic writing follows the same writing process as other types of texts,
but it has specific conventions in terms of content, structure, and style.
Academic Writing is …
Formal and unbiased
Clear and precise
Focused and well-structured
Well-sourced
Correct and consistent
Academic Writing is not …
X Personal
X Long-winded
X Emotive and impressive
Source: Base, Knowledge, and Academic writing. 2020. "What Is Academic Writing? | Dos And Don’ts For
Students". Scribbr. https://www.scribbr.com/category/academic-writing/
Source:https://www.google.com/search?q=the+features+of+academic+writing&source=lnms&tbm=isch&sa=X&ved=2ahUK
EwjQx6vlyZ_tAhXMw4sBHX_gAkwQ_AUoAXoECAkQAw&biw=984&bih=612#imgrc=8LPetbXDq7ExdM
11. 7 CO_Q4_English 7_ Module 1
The Features of Academic Writing
1. Complexity
Academic writing tends to be more complicated and has longer words. The
texts becomes more difficult to comprehend in terms of subject matter, language,
arrangement of words and grammar. The vocabulary used to express high level of
complexity is more advanced because it requires more formal words and the phrasing
is more noun-based. Longer sentences containing clauses are important, and the
passive voice is essential to establish the objective style desired in academic works.
2. Formality
In academic writing, more formal words and phrases are used.
The following characteristics contribute to this higher level of formality:
a more formal vocabulary choice
correct use of grammar
accurate use of vocabulary
a more objective style
In general, this means you should avoid the following in your writings:
colloquial words and expressions: " same here", " no worries”, " gonna",
"cheesy"
abbreviated forms: "wouldn't", "don't", "can't", “won’t”
two-word verbs: "hand in", "break up”, “fill out”, “keep off”
Examples:
1. Filipinos are trained to be courteous from the moment they are born by utilizing these
basic catchphrases: po and opo, which are words that end sentences when addressing
the elders.
2. Catholicism was introduced to the Philippines during Spanish control, with
missionaries establishing churches, schools, hospitals, and universities, displacing the
formerly dominant Hindu, Islamic, and Buddhist faiths.
Colloquial Words and Expressions:
Informal: My cousin invited me to eat a lot during our recess.
Formal: My cousin invited me to eat excessive amount of food during our recess.
Informal: We considered that performance to be an epic fail.
Formal: We considered that performance to be a complete failure.
Abbreviations:
Informal: Filipinos don’t forget to have fun together with their relatives and friends.
Formal: Filipinos do not forget to have fun together with their relatives and friends.
Informal: Majority of car accidents occur because of drivers who aren’t paying
attention.
Formal: Majority of car accidents occur because of drivers who are not paying
attention.
Two-word Verbs:
Informal: The police officers told the protesters to back off.
Formal: The police officers told the protesters to retreat.
Informal: I gave up doing unnecessary things which wasted my time.
Formal: I stopped doing unnecessary things which wasted my time.
12. 8 CO_Q4_English 7_ Module 1
3. Accuracy
It is necessary to use accurate terminologies in academic writing. You will be using
a lot of technical language, so make sure you are not using the improper words and
phrases.
4. Objectivity
Being objective means that you are concerned with facts rather than personal
feelings or biases. Being fair in your work is a part of being objective. Avoid making
value judgments by using terms like amazing or horrible to describe both sides of an
argument. Being objective also improves the professionalism and credibility of your
work.
Always remember that:
Clear and evidence-based information should be the focus of your
presentation.
Your position should be based on a thorough examination of the evidence.
In general, you must avoid using terms like "I," "me," and "myself"
Any concept that is not cited would be assumed to be your own by the reader. As a
result, it is useless to state this clearly.
Don't write: "In my opinion, this would be a very interesting topic."
Write: "This would be a very interesting topic."
Don't write: "I believe money and other tangible incentives have a limited impact.”
Write: "Clearly, money and other tangible incentives have a limited impact."
When addressing the reader or people in general, avoid using the word
"you."
Don't write: "You can easily forget how different things were 30 years ago."
Write: "It is easy to forget how different things were 30 years ago."
You must carefully select the correct word. Here are some examples:
"assembly", "conference", "gathering" or "meeting"
The barangay captain called for a general assembly.
The PNP Chief called for a conference.
We had a simple gathering together with my high school friends.
The teachers had a short meeting in the office.
"capital", "cash", "currency", "funds" or "money"
I have sufficient capital to put up a business.
I paid the groceries in cash.
A new currency has been introduced in the foreign exchange market.
We diverted funds from armaments to education.
That boy had taken my money from my drawer.
13. 9 CO_Q4_English 7_ Module 1
5. Precision
In academic writing, you need to be specific especially in dealing with facts,
figures, and dates. Inappropriate word combinations, such as "someone said" or "a
lot of people," are not acceptable academic writing expressions. 75 thousand, 90%,
2,015 miles, September 11, 2013 – these are the data that are more appropriate for
academic content.
Different types of academic writing include:
a. abstract
b. academic journal article
c. book report
d. dissertation
e. essay
f. research paper/summaries
g. textbook
h. thesis
Here is an example of an abstract made by Mary E. Jones of 123 Main St., Hometown
Middle School about her study entitled, “Do Vitamin A Tablets Affect Plants.” An
abstract presents a short summary of the research paper. It is usually about a
paragraph long and it provides the gist or essence of the paper or article. Read
carefully the abstract and study the embedded features of academic writing. Observe
the underlined features of the academic text and study the explanation that follows.
Do Vitamin A Tablets Affect Plants
The purpose of this project (Accuracy) was to determine if Vitamin A tablet have
any effect on tomato plants. A total of twelve Rutgers tomato plants each two inches
(Precision) tall were planted in identical individual plastic pots using two cups
(Precision) of potting soil. Each plant received the same amount of water and sunlight
during the three week experiment.
The twelve plants (Precision) were divided into four groups (Precision) of three
plants each. One vitamin A tablet was added to each of the three plants in the first
group by burying the tablet one inch from the stem and one inch deep while two vitamin
A tablets were added to the second group of three plants in a similar manner.
(Complexity) The third group of three plants had three tablets planted in the soil. The
fourth group of three plants had no vitamin A tablets added to the soil and served as
the control group. The height of each plant was measured and recorded at the start of
the experiment and every 7 days thereafter. At the end of the experiment (21 days) the
stems were cut across at a height of 3 inches. Experimental groups showed less
development and slower growth rates than plants in the control group. (Objectivity)
The data was analyzed and the conclusion was drawn that giving vitamin A tablets to
tomato plants did not (formality) improve growth as each of the three experimental
Don't write: There were many people died in an ambush.
Write: There were 15 people died in an ambush.
Don't write: Pope John Paul II visited the Philippines sometime in 1995.
Write: Pope John Paul II visited the Philippines on January 12, 1995.
14. 10 CO_Q4_English 7_ Module 1
groups failed to produce plants that were taller or had thicker stems than those in the
control group.
Source:https://www.npsri.net/site/handlers/filedownload.ashx?moduleinstanceid=3422&d
ataid=5973&FileName=abstract_examples.pdf
Explanation:
What’s More
Let us see how far you have understood the features of academic writing.
Activity 3
A. Directions. Identify which sentence applies correct feature of academic
writing. Write the letter of your choice in a separate sheet of paper.
______1. Which sentence possesses complexity?
A. When it was promised that things would change in this way, the people
in the community rejoiced.
B. The people in the community greeted the promised change with
enthusiasm.
______2. Which sentence observes formality?
A. The stranger doesn't know how to drive a fire truck.
B. The stranger does not know how to drive a fire truck.
______3. Which sentence is accurate?
A. That was the best practice in an ancient Greece.
B. That was the best practice in an obsolete Greece.
1. project (Accuracy) – There are many terms related to the word “project” such
as study, program, task, plan, undertaking and activity but the word
“project” is the most accurate term to be used.
2. two inches (Precision) – The number of inch was specified.
3. two cups (Precision) – The number of cup was detailed.
4. twelve plants (Precision) – The number of plant was identified.
5. four groups (Precision) – The number of group was exactly stated.
6. One vitamin A tablet was added to each of the three plants in the first
group by burying the tablet one inch from the stem and one inch deep
while two vitamin A tablets were added to the second group of three
plants in a similar manner. (Complexity) – The sentence is composed of
both independent and subordinate clauses.
7. Experimental groups showed less development and slower growth rates
than plants in the control group. (Objectivity) – This idea is objective
because it was based on the findings of the study and not from the personal
opinion of someone.
8. did not (formality) – This is a formal term for didn’t.
15. 11 CO_Q4_English 7_ Module 1
______4. Which sentence observes objectivity?
A. Old people must be supported by the government.
B. In my own point of view, old people must be supported by the
government.
______5. Which sentence is precise?
A. There were many American teachers known as Thomasites who
visited the Philippines.
B. There were 240 American teachers known as Thomasites who visited
the Philippines.
B. Directions. Here is an example of a research summary written by J.P. Meyer
and R.D. Goffin in 1989 in their Journal of Applied Psychology. It is about
Organizational Commitment and Job Performance: It’s the Nature of the
Commitment that Counts. Identify what feature of academic writing is shown
by the underlined words/sentences.
Organizational Commitment and Job Performance: It’s the Nature of the
Commitment that Counts
(1) The authors in this study assessed the relationship between job performance in
first-level managers as rated by their supervisors and their affective commitment,
continuance commitment, and job satisfaction. Affective commitment is defined as
an emotional attachment to the organization (Meyer & Goffin, 1989). Alternatively,
continuance commitment is based on the costs that employees associate with
leaving the organization. Job performance was (2) assessed according to (3) 3
dimensions which are (a) composite performance, according to an average on (4) 6
specific activities, (b) overall performance, based on a subjective rating given by the
immediate supervisor, and (c) promotability. The participants were (5) 23 district
managers and (6) 65 unit managers from a large food service organization. Crews
in the organization (7) were not included in this study. (8) The researchers found
that affective commitment was positively related to overall performance and
promotability. The correlations between continuance commitment and all (9) 3
performance dimensions were negative and significant. (10) It was revealed from
this article and these findings that supervisor ratings of performance and
promotability increase as the employees’ affective commitment increases; on the
other hand, supervisor ratings of performance and promotability decrease as
continuance commitment increases.
Source: Meyer, J. P., & Goffin, R. D. (1989). Organizational commitment and job performance:
It’s the nature of the commitment that counts. Journal of Applied Psychology, 74, 152-156
.
16. 12 CO_Q4_English 7_ Module 1
What I Have Learned
Activity 4
A. Directions: Fill in the blanks with the appropriate word that best completes the
statement.
1. A formal mode of writing intended for an educated audience is called
______________________.
2. Academic writing is generally written in ___________________ person.
3. Academic writing should be clear, concise, focused, structured and backed up by
____________________.
4. Academic writing is relatively formal. This means that you should avoid
______________ words and expressions.
5. Written language is in general objective rather than __________________.
B. Directions: Match column A with Column B. Column A consists of the
descriptions of the features of academic writing while column B contains the features
of academic writing. Write the letter of your choice on the separate sheet.
A B
__________ 1. Preciseness especially in dealing with
facts, figures, and dates is needed in this feature of
academic writing.
__________ 2. This prohibits the use of colloquial
words and expressions, abbreviations and two-word
verbs.
__________ 3. It uses accurate terminologies. It avoids
the use of inappropriate or improper words and
phrases.
__________ 4. It contains texts which are difficult to
comprehend in terms of subject matter, arrangement
of the words, language and grammar.
__________ 5. It prohibits the use of personal point of
views and biases. It is more concerned with facts and
arguments which are based on a thorough
examination of the evidence.
A. Accuracy
B. Complexity
C. Formality
D. Precision
E. Objectivity
F. Responsibility
17. 13 CO_Q4_English 7_ Module 1
What I Can Do
Activity 5
Directions: Exhibit your understanding of the features of academic writing by
writing a 3-paragraph essay on one of the following topics. Do not forget to apply the
writing techniques that you have learned in this module. A writing rubric is provided
to guide you in preparing your essay. Write your output on a separate sheet of paper.
1. Children should be supervised when using the Internet.
2. Learning online is just as good as learning in a traditional classroom.
3. Social Media's Role during the Quarantine Period
4. Parents should restrict their children's media exposure.
5. Picnicking is a perfect way for families to spend time together.
Rubrics in Writing an Essay following the Features of Academic Writing
Criteria Not Proficient
(2 points)
Nearing Proficiency
(4 points)
Proficient
(5 points)
Organization There is no evident
structure.
The information
structure is
evident, but it is
not well structured.
Throughout the
essay, the student
structured the
details well.
Information
given about
topic
The student did not
provide enough
information about the
subject. There was
little detail in each
section, or they
provided information
overload by copying
paragraphs that
included words they
didn't understand and
were uninteresting to
the reader.
In each paragraph,
the student
provided an
average amount of
information.
Student provided
sufficient
information without
going overboard with
paragraphs of
information that
were not restated in
their own terms.
Application of
Features of the
Academic
Writing
The students did not
pay attention to how
academic writing
features were used.
More than 10 errors
(informal statements)
have been identified.
The students
seldom observed
the use of features
of the academic
writing. There are
more than 4-10
errors (informal
statements)
spotted.
The students always
observed the use of
features of the
academic writing.
Less than 3 errors
(informal statements)
spotted.
Bibliography Student did not
provide bibliography.
Name and topic
were not clearly
written.
Name and topic were
both clearly written.
Source: "Irubric: Survival Guide: Group Video Presentation Rubric - K36W84: Rcampus". 2020. Rcampus.Com
18. 14 CO_Q4_English 7_ Module 1
Assessment
A. Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is a form of communication that helps you to write
down your thoughts and emotions, organize your knowledge and opinions into
persuasive arguments, and express meaning through well-written text.
a. speaking
b. viewing
c. writing
d. listening
2. The following are the important aspects that you must consider in writing
EXCEPT
a. spelling
b. design
c. vocabulary
d. grammar
3. Academic writing should be clear, concise, focused, structured and backed up
by ________________.
a. evidence
b. long text
c. personal comments
d. more examples
4. Which of the following reasons why students, teachers and researchers in
every discipline use academic writing?
a. to convey ideas
b. amuse the audience
c. make impressive arguments
d. engage in an entertaining conversation
5. Academic writing is any structured written work developed in an academic
setting that meets the following criteria: EXCEPT
a. arguments based on evidence
b. precise word choice
c. clear logical organization
d. informal style and tone
6. Generally, academic writing uses ________________ person point of view.
a. first
b. second
c. third
d. neutral
19. 15 CO_Q4_English 7_ Module 1
7. Academic writing is ____________________.
a. long-winded
b. well-structured
c. impressive
d. personal
8. The following are the features of academic writing EXCEPT
a. formality
b. complexity
c. objectivity
d. subjectivity
9. Academic writing is relatively formal. In general, this means that in an essay
you should avoid ___________________.
a. colloquial words
b. passive sentences
c. subordinate clauses
d. noun-based phrases
10.In academic writing, which of the following should be avoided?
a. formal language
b. abbreviations
c. proper choice of words
d. well-structured sentences
B. Directions: Read each statement carefully and transform the underlined words
to its formal language. Write the answer in the answer sheet provided for you.
1. These exercises can easily be incorporated into an exercise routine, with each
exercise done again a number of times.
a. repeated
b. frequent
c. many
d. numerous
2. The total of outstanding balances went up and down quite violently.
a. collapsed
b. fluctuated
c. changed
d. transformed
3. “You said that the possible solution to that problem is to return all the properties.
a. I
b. Myself
c. They
d. We
4. On September 11, 2001, the militants attacked that place.
a. mall
b. market
c. World Trade Center
d. park
20. 16 CO_Q4_English 7_ Module 1
5. The manager never thought that his wife would make his life ______________.
a. depressed
b. melancholy
c. miserable
d. sad
Additional Activities
Congratulations 21st Century learner! For your additional activity, look for
any published essay, research, reaction paper, journal, book review, synthesis, or
review of literature and evaluate/critique it as to whether or not the material
followed/observed the features of academic writing. Write your observations on a
separate sheet. Use the rating rubric below to evaluate your chosen material.
Rubrics in Evaluating an Academic Writing
Criteria Not Proficient
(2 point)
Nearing Proficiency
(3 points)
Proficient
(4 points)
Organization There is no evident
structure.
The information
structure is evident,
but it is not well
structured.
Throughout the
essay, the writer
structured the
details well.
Information
given about
topic
A writer failed to
provide sufficient
details on the topic.
There was little
description in each
section, or he/she
provided information
overload by copying
paragraphs that
included vocabulary
he/she didn't even
know and was
uninteresting to the
reader.
In each paragraph,
the writer provided an
average amount of
data.
A writer provided
sufficient details
without going
overboard with
paragraphs of data
that were not
rephrased in his or
her own terms.
Application of
Features of the
Academic
Writing
A writer failed to
adequately observe the
use of academic writing
functionality. More
than 10 errors (informal
statements) have been
identified.
The use of academic
writing features is
rarely observed by a
writer. More than 4-
10 errors (informal
statements) have been
discovered.
The use of academic
writing features was
often noticed by the
researcher. There
were less than 3
errors (informal
statements) found.
Bibliography A writer did not provide
bibliography.
Name and topic were
not clearly written.
Name and topic were
both clearly written.
Source: "Irubric: Survival Guide: Group Video Presentation Rubric - K36W84: Rcampus". 2020. Rcampus.Com.
21. 17 CO_Q4_English 7_ Module 1
Answer Key
B.
1.
complexity
2.
accuracy
3.
precision
4.
precision
5.
precision
6.
precision
7.
formality
8.
objectivity
9.
precision
10.
complexity
What
I
have
Learned
Activity
4
1.
Academic
Writing
6.
D
2.
Third
7.
C
3.
Evidence
8.
A
4.
Colloquial
9.
B
5.
Personal
10.
E
What's
I
Can
Do
Activity
5
Answers
may
vary
Assessment
1.
C
11.
B
2.
B
12.
B
3.
A
13.
C
4.
A
14.
C
5.
D
15.
C
6.
C
7.
B
8.
D
9.
A
10.
B
What
I
Know
Activity
1
(Pre-test)
Part
1:
T
or
F
1.
T
2.
F
3.
T
4.
F
5.
T
Part
II:
1.
D
6.
C
2.
D
7.
A
3.
D
8.
D
4.
C
9.
D
5.
C
10.
B
What’s
In
1.
What
will
he
buy?
2.
Where
has
he
visited?
3.
Who
are
they?
4.
When
can
she
come?
5.
What
should
we
buy?
What's
New
Activity
2
Answers
may
vary
What's
More
Activity
3
A.
1.
A
2.
B
3.
A
4.
A
5.
B
22. 18 CO_Q4_English 7_ Module 1
References
2020. https://www.nps.gov/pefo/learn/education/upload/Language-Arts-
Packet.pdf.
2020. Study.Com. https://study.com/academy/practice/quiz-worksheet-
characteristics-of-academic-writing.html.
2020. https://www.york.ac.uk/media/schools-and-colleges/sixth-form-
resources/features-of-academic-writing.pdf.
"Definition Of Academic Writing With Examples".
2020. Grammar.Yourdictionary.Com.
https://grammar.yourdictionary.com/word-definitions/definition-of-
academic-writing.html.
"One". 2020. Msu.Edu. https://msu.edu/course/cep/886/Writing/page1.htm.
"Academic Writing". 2020. Library.Leeds.Ac.Uk.
https://library.leeds.ac.uk/info/14011/writing/106/academic_writing.
Base, Knowledge, and Academic writing. 2020. "What Is Academic Writing? | Dos
And Don’ts For Students". Scribbr.
https://www.scribbr.com/category/academic-writing/.
"7 Fun Creative Writing Exercises To Boost Your Learners' Writing Skills".
2020. Wabisabi Learning. https://wabisabilearning.com/blogs/critical-
thinking/7-fun-creative-writing-exercises.
"Features Of Academic Writing".
2020. Uefap.Com.http://www.uefap.com/writing/feature/featfram.htm.
"Academic Writing Style". 2020. Uefap.Com.
http://www.uefap.com/writing/exercise/feature/styleex1.htm.
"Irubric: Survival Guide: Group Video Presentation Rubric - K36W84: Rcampus".
2020. Rcampus.Com.
https://www.rcampus.com/rubricshowc.cfm?code=K36W84&sp=yes&.
https://www.npsri.net/site/handlers/filedownload.ashx?moduleinstanceid=3422&
dataid=5973&FileName=abstract_examples.pdf.
https://www.npsri.net/site/handlers/filedownload.ashx?moduleinstanceid=3422&
dataid=5973&FileName=abstract_examples.pdf
"Example Summary Of A Research Article". 2021. Web.Pdx.Edu.
http://web.pdx.edu/~deh/psy204/example_summary.htm.
23. For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph